partners so excited to be working with Ohio State on using hypothesis in your courses um and I am going to before I forget put a link to the slide deck today’s session is really about you and I’m staying in the chat today that a lot of you are new to the tools so you’re definitely in the right place today um of course if you have started using I see Julie and maybe a few others have at least a little bit of experience with the tool um feel free to chime in on any best practices things that are working for you things that aren’t working for you um as well as if you’re on the insurgical design team um at the college and and have any thoughts on what you’ve heard works best for your your faculty and your colleagues feel free to chime in ask your questions you’re welcome to throw those in the pot you’re also welcome to interrupt at any time and verbally ask those questions um so I did go ahead and put a link to the slide deck in my chat and I know we had a few additional folks just join us so if you haven’t had a chance if you want to go ahead and introduce yourselves in the chat uh share your name of course if it’s different than the one we see in Zoom today um your role and uh any experience you have with hypothesis or another social annotation tool it’s always useful to know sorry didn’t want to just go ahead um go over a quick agenda if you have an idea of what is to come in today’s session um we’ve already done in Productions um so we can check that off the list um I’ll talk a little bit about the why behind social annotation um some benefits of using it in your course um I’ll talk specifically about using hypothesis and Carmen um we’ll jump into a Carmen course together practice annotating so you get to experience the tool firsthand um then I’ll talk about some applications um for how you might implement the tool in your courses and then I’ll wrap up today’s session excuse me talking about some ways that we can continue to support you outside of today’s session so um this is a brand new introduction for many of you in today’s uh Zoom session so know that this doesn’t have to be the last of your hypothesis interaction or your last interaction um with um me and and my team and just in case you missed it earlier I will put the slide deck again in case you’re the kind of person that likes to follow along have those resources pulled up in front of you I will follow up outside of today’s session and share the slide deck um so that you have all these resources and then of course you have my email as well so let’s jump in and talk about social annotation and teaching and learning before I start talking about some benefits for using the tool I’d be curious to hear from you all and you’re welcome to to verbally share or just throw a letter or two in the chat but what do you struggle most when it comes to students reading and I’ll let you read the various options in AMC yeah see as well it sounds like all of the above is okay as well or all of the above except G actually getting students to do the reading could be depend on the course um as Sheila mentioned well know that you’re definitely not alone in these struggles these obstacles that you have with your students reading um I mentioned if you weren’t on the call earlier um I mentioned I was at Auburn University’s campus um these last two days um and um lots of similar answers um that were coming up um so you’re definitely not alone and I imagine your students are not alone in the same struggles that they’re facing across your courses across departments and so on and that’s hopefully where a cool like hypothesis can come in and help with some of those struggles when it comes to your students reading um this is sometimes called our motto and that hypothesis helps make reading more active more visible and more social more active in the sense that you and your students have a place to actively engage with the tech um as we know it’s easy to be a distracted reader especially when looking at those digital texts but annotations give them a place to Anchor their thoughts their ideas their questions that are coming up while they’re reading it’s a grateful for making reading more visible more visible to the reader themselves so they can see their thinking they have a place to document their thinking um but also to you the instructor um uh Linda happens to be from Ohio State um so I’ll use her quote here and say that annotations give her a window and a student’s thoughts and understandings that she otherwise wouldn’t have um I worked with a faculty member I believe she was at University of Missouri um and her routine was to sit down her annotations were due the day before class she would sit down with her annotations the following morning read through her students work with her tea or coffee or whatever it was that his her her morning routine um and review them and that gave her insight into um having seeing what misconceptions may we were coming up in class what areas she wanted to focus on in class that day um so it wasn’t kind of a guessing game or um she wouldn’t have to be in that course meeting asking a question about the reading and getting that Blank Stare awkward silence nobody participates maybe nobody did the reading nobody wants to admit that they have questions um or exactly how to participate in that discussion and then hypothesis is a social annotation tool so the thoughts of the ideas those questions that’s going to top are no longer just visible to themselves as if they were annotating a paper copy of the text they’re visible to everyone in the course so you and your students can truly create that Collaborative Learning environment you can engage as much as you would like or as little as you would like you can make it a space more for them but that conversation is then taking place all on top of the reading so let’s um Talk specifically about hypothesis and Carmen one of the many benefits about using hypothesis in Carmen is all you as an instructor has to do is create hypothesis enabled readings in your course you don’t have to create accounts for students students don’t have to create accounts for themselves uh you and your students are automatically annotating based on the course group that you’re in um I will actually use this image that you’re seeing on the slide today as my non-example later and I’ll explain more why so I may come back to this image but I like to use this as my non-example um so we’ll come back to it um out of curiosity do you want to um just go ahead and put in the chat um a range or the average uh class size that you have either 2025 25 right so it seems like anything at least from 12 to 30 but then Julie’s saying all the way up to 150. so quite a range there definitely um the reason I asked that question um is um by default when you’re annotating with hypothesis you and your students are annotating as a course group so all of your students together are annotating however we do integrate with canvas group sets so something to keep in mind is there may be a situation where you want all students to read the same reading but you want them to annotate it together in smaller groups so I’m going to put a resource in the chat it’s also linked in the slide deck so you have that to come back to um but I did just wonder if you’re interested in taking a look at what it looks like to use hypothesis with canvas group sets know that you can split your students up into smaller reading groups I will say I frequently get asked what’s the ideal size for an annotation group um and it’s going to sound like a bit of a cop-out but it I would say it depends um one thing that definitely comes up is how long is the reading if you have quite a lengthy text that students are annotating there’s a lot of real estate for them to have conversations dig deeper into different parts of the text they’re not trying to fight over um and fight sounds really harsh but hopefully you know what I mean by that like find areas where they want to comment and make those additives meaningful um notes to the to um the text um we’re a smaller reading it may make sense even if you have 12 students maybe you want to split them up into three groups of four and you want them to really dig in um have those deeper level conversations um not so overwhelming for them to have to sift through um you know all 12 students or annotating four times that’s quite a bit of annotation to have to sift through so that’s just a decision I think it depends upon the task or the role that students are taking on in the past in the reading if there’s certain um things you’re having them identify and um there’s again plenty of real estate for them to do that maybe whole whole class annotation of course you’re getting a broader perspective if all the students are in it getting together versus in the smaller groups but you can shift it up so one reading with hypothesis you could do small groups one reading you could do a whole class so you can change that on every hypothesis assignment that you set up um and then if you add hypothesis there’s two ways to add hypothesis to Carmen one of those is directly to a module item one is to an assignment if you go the assignment route uh in Carmen then it does integrate with speed grader so you could grade students annotations even if you choose to assign no set of points to The annotation assignments the grading um the speed grader integration can be handy for isolating students individual contributions so it’s a bit of a silly example but if you can see here teacher’s pet is selected so I’m adjusting teachers pets annotations here so it gives me that quick snapshot of how that student has contributed I think give them a grade and then the second reason I think it’s handy is for private comments or feedback for students you may want to participate in the conversation in the annotations themselves but then that’s visible to everyone in the course of course if you want to give feedback to students on their annotations on their contributions to the tech next best for the speed Raider assignment comment can be handy and then two questions and then we’ll jump in and I’ll show you exactly what it looks like in Carmen but two questions I’d like to address uh before we jump in is what can you annotate with hypothesis and what can you include in your annotations in terms of what can you annotate you can annotate any publicly available website or PDFs publicly available does mean that it can’t be hidden behind a set of credentials or a paywall um so I’ll use the New York Times as an example you do need to log in to access the New York Times articles um so that would be an example of a resource that’s not publicly available you of course could take any of those sorts of resources to turn them into PDFs and use those with hypothesis you just want to make sure your body by any copyright policies at Ohio State and every institution does fair use differently so I don’t want to quote you on on what’s okay on your end um and then I do bring up open education resources is anyone using an oer text um I should go oh no I’m actually saying yeah um so yeah uh typically uh oer texts are publicly available website so those work seamlessly with hypothesis so some common ones I hear about are open facts press books um lots of oer resources oer texts out there but those do work um what’s also not on this slide that I’d be happy to demo with you is we also have a jstor integration that we is brand new and we have turned it on for Ohio State so if you’re using any jstor articles I’ll show you exactly what it looks like to use hypothesis with jstor as well so you get um you get first Peaks at that we haven’t rolled it out um across um all institutions yet so super exciting to have that and if you’re asking me do um is anyone using dick or a quite a bit of jstor articles in their courses like that maybe not used heavily well if you want to throw a if you want to just let me know in the chat if you want me to demo that jsport integration let me know if not we can we can definitely scoop over that and then the second question is what can you put in an annotation as you might expect most commonly students and instructors are responding to the text with text but they do have the option to add multimedia to their annotations as well um so students could be making connections with the tech linking out to supplemental resources um adding images that expand their understanding um or even an image of a graph that relates to something they’re reading about um they could add a video that expands on that concept they can tag their annotations as a way for them to get them to organize their thoughts um so students are identifying specific elements of the text they may tag their annotations with those elements it’s easy then to search through those annotations later to identify all of the annotations that contain a tag such as thesis equations I’d be curious to hear I don’t know how much that would be used in any of your courses but there is the latex equation Builder um so you could add equations comes up more in like chemistry engineering courses that we work with um but there is that option uh emojis is a bit of a fun one but you can use your emoji keyboard shortcut to add those um so it doesn’t don’t see it used a whole lot but I have worked with some faculty who’ve come up with secret codes for students to reply to each other or like it added some sort of meaning to the tech just a fun option I suppose I have done a ton of talking so I want to pause there and see what questions are top of Mind before I jump in and start demoing it this is something um maybe we’ll get to this later but is this something that we will have to spend like let’s say an hour like we’re getting the training today is that something that we will have to do we should do in our classes to explain to students how to use this I don’t know if it would quite take an hour I do think and that’s typically where I recommend the first time you use the tool to do it on a low stake um piece of text so the syllabus is a common one we hear about having to get the syllabus so they’re not so wrapped up in trying to comprehend what they’re reading but more about practice and getting that tool and of course a way for them to read the syllabus and ensure that they’re reading the syllabus um we do have some um student guides that um you could add as well as some quick and I realize I don’t have the tab open but um some annotation starter assignments where you could just copy and paste these directions into your course as well um it me with all that being said it probably doesn’t hurt um to demo it or do it in class the first time but I can’t imagine that it would um it would take you know an entire course period um to do so thank you it’s helpful yeah yeah and Julie Johnson you’ve used it right did you do you have any contact the share of what it took for your students to pick up using the tool yeah um yeah I basically um I sat down with Katie one morning and she helped me get it set up and then we started using it the next week and we um I basically just showed them the basics of how they could do annotations and we just started out with text based annotations and they caught on right away and then I gave them a link that explained um that Katie had given me that explained how to do the different annotations if they wanted to try anything so it was 20 minutes of class time maybe okay thank you for sharing that I appreciate that foreign Julie’s word for it over mine I do work for a hypothesis so me picking up the tool can can obviously be a little faster but we don’t hear a lot of um a lot of Faculty say that their students had a hard time picking it up so I realize that you know anecdotal evidence but it’s not something that comes up a whole lot in canvas course here and I’m going to go ahead and create a hypothesis assignment we’re going to assignments and I’m going to add assignment and I’m going to name my assignment so I’m going to just copy and paste a blog post that I have pulled up Social annotation and the pedagogy of hypothesis now of course up to you to customize the directions the description of the assignment whatever it is you want students to accomplish while they’re reading since I mentioned these annotation starter assignments I’m going to just go ahead and use one of these so you can see what they look like so I’m going to just really copy and paste these instructions so it’s got a purpose it has instructions for students on what they’re doing in the text this is quite lengthy of course you could edit this to make it fit your needs I’ll go back here and just paste that in we’ll keep it simple today points up to you to customize that I believe I have students writing two to three annotations so we’ll just make that out of three points today and then for adding hypothesis from the submission type you’ll select the external tool and then find once you sell it’s fine you’ll see all of those external tools that are available for you in Carmen and also you’ll select hypothesis once you select hypothesis um and ask where your reading is coming from so you can go ahead and enter the URL of a web page or PDF you can select a PDF that’s stored in Carmen one that’s stored in Google Drive you could select that J through our article or a PDF from OneDrive mine’s a Blog so I’m going to just select the URL option and paste that there and hit submit I mentioned earlier that you can use hypothesis with your canvas group sets this is where you would toggle that on you would say this is a group assignment it will ask which group that you want to assign it to and then students will be annotating in those individual groups together versus as a whole class I’m going to leave that topic off we’re a small enough group today we can all annotate together and I’ll hit continue and select I do recommend this setting load this tool in a new tab the tool works just fine without it I’m going to go back to my non-example this is what it looks like if you don’t toggle that setting on so you’ll see that the reading and The annotation sidebar are in the canvas window it just scrunches it a little bit that’s my very technical word for it it crunches it it doesn’t give you the ability to see the reading in its entirety so really for Aesthetics reasons and just giving students a little more space to see the reading to see The annotation sidebar I do recommend this setting load this tool in a new tab again the tool will work just fine without it but I’ll go ahead and save and publish and this is what it would look like for both you and students to open it so I have my directions here and I’m going to go ahead and load it so it’s loading in in a new tab you’re still in canvas and you’ll see here I have a blog post this happens to come from the University of Chicago on social annotation and the pedagogy of hypothesis and I have the hypothesis annotation sidebar here on the right questions about those steps if if we post a PDF in the files for Carmen you would uh make hypo you would make it so that it pointed to that file to open with hypotheses correct exactly thank you yeah yeah so instead of selecting the URL option that I selected you would select the option that said select PDF from canvas oh good okay and then you would just whichever file PDF you wanted it to point to um and of course you don’t have to memorize any of the steps that I just walked through uh the we have a knowledge based article that has steps and images that go along with it um to have that to come back to um so before you have you jump in and start annotating what I did want you to to show you is what it looks like to annotate so I’m going to go ahead and select text here so I’m going to select disciplines you’ll see here once I select text I have a pop-up that appears I can either highlight or annotate highlights are always private so they’re only ever visible to the user themselves where annotations can be posted to the course um or just privately so I’ll go ahead and annotate so you can see what it looks like once I select the annotate I’m going to make my browser it looks like my browser was smaller so apologies that was quite small for you all um once I select the annotate you’ll see that a text box appears here where I can start typing my annotation I can add tags to my annotations you can think of them almost like Hashtags with Twitter um so whatever it is that’s students are identifying or if there’s specific key terms that they you want them to use um or a simple question students could go in and ask all of their questions tag them with the word question um and then it’s easy to stick through I could be tagging a thesis or evidence okay so you can include as many tags as you would like or as little as you’d like and then the last step is to post I’ve just posted my annotation you’ll see my tags up here in those little boxes as the creator of The annotation I can always edit The annotation I can delete The annotation and anyone in the course can reply to The annotation with the replies lived threaded under those annotations under the initial annotation um Kitty did just put a link to the Carmen shell in the zoom chat so if you want to go ahead and open that I will make sure that this assignment is added to the home page so it’s easy access for you all so you’ll see here the last under hypothesis learning the last reading is social annotation and the pedagogy of hypothesis once you’re in the course you’ll want to go ahead and click on that open the reading try practicing annotating try a few replies and for that I think I’m not sure if I understand your question if you don’t mind it sorry hold on um yeah I’ve sort of lost between getting to the Carmen I’m just wondering if I can use if if let’s say students turn in individual assignments um normally I would use um you know word to put in comments about their paper it would it be possible to use hypothesis in that way uh to almost like give feedback to students and annotate their work correct yeah the tricky thing about that is that when students students can’t add hypothesis to their work um so they’d have to submit it to you separately then you’d have to create a hypothesis reading um so I’ve seen it used for peer review in that way where um maybe you put like an Exemplar go in practice giving feedback on that Exemplar then students submit their work the instructor puts those up as hypothesis readings um and students annotate each other’s work um it’s a little I just could see it be kind of time consuming for you to then take students work and turn it into readings so that you can give feedback for them but that’s a great great use case for sure that that helps um now can you direct me where I’m supposed to go of course yeah um do you have do you see the hypothesis course did you click on the link that Katie cared yes okay once you’re on the home page uh you’ll go ahead and under hypothesis learning it’s the last one it’s social annotation and the pedagogy of hypothesis thank you yeah and I’ll put I put the name of the article in the chat in case anyone else missed that and then once you click on it you’ll load it in a new window and I’ll give you a few minutes um so you can go into the course practice annotating try try it out if you have any issues any questions come up do let us know if you are still able to uh to see my shared screen I’m going to zoom in here and point out one feature that’s useful if you and your students are annotating synchronously so by Design annotations don’t constantly pop up while you’re trying to annotate instead you do have to refresh or reload that annotation sidebar so I’ve zoomed in here so you can see this red icon it’s a drop down arrow in a circle if you see where my mouse is moving this icon tells me that new annotations have been created since I last opened the reading so you’ll see right now I have three annotations but if I select that icon you’ll see now I have six annotations so all of those new annotations loaded foreign yeah great question um Mike had a question in the chat about using hypothesis with an e-book that purchased through a canvas um at this point um you are correct um hypothesis only works with PDFs and online articles um we are um currently piloting an integration with the vitalsource e-textbook platform um and our hope is to continue to partner with other e-textbook platforms uh the issue that we sometimes run into is a lot of e-textbook platforms have their own annotation tool um so we’re we don’t want to step on anyone’s anyone’s toad um in that regard um uh where a PDF or an online article wouldn’t have its own built-in annotation tool um so something to keep in mind um but yeah depending um in the future we hopefully will partner with additional um platforms Beyond vital source yeah I’d be happy to show you what it looks like to add multimedia so I’ll show you images videos links and then we can also touch on um uh touch on uh emojis as well um so I’ll go ahead and annotate the canvas Gradebook here and I’m going to select the image icon once you select the image icon it shows you a URL your image of video links have to live elsewhere hypothesis doesn’t store anything so anything you want to embed has to live elsewhere um so typically like a quick Google search or I know and I can’t remember who mentioned it someone mentioned unsplash if you can get an image address um then you can add the image so I’ll just do a quick Google search here for the canvas gradebook oh no is anyone else sorry Casey is everyone else able to hear me okay okay do let me know Casey I’m not having any trouble oh okay okay sorry Casey um so I’m gonna just do a quick Google image search here we’ll grab a image of some fake students and I’m going to right click on it and copy the image address I’ll go back to my annotation here and paste it so I’m pasting the image address looks quite funky you’ll typically see it as a PNG file or a JPEG file but once I post it you’ll see that image is embedded and we do have a guide that walks you and students through this so again no need to memorize these steps so that’s images um I’ll go ahead and show you blink I’m going to just reply to my annotation here and say here is a resource for grading student annotations in canvas and I’m gonna I’ll embed my link in here in the word here so adding links is probably pretty familiar with how you might embed links and other platforms you use I’ve selected the word here I’m going to select the link icon and then it tells me in that highlighted blue section that highlighted blue section always tells me where I need to paste my URL so I have my URL and I’m going to just paste it and once I post it’s embedded that’s the pretty way to embed a link I can also just paste the URL and it will become a live link as well so same thing depends on if you’d like to embed it in a word or phrase or not and then the last one oh before I show you emojis is videos um so again with images and links they have to look elsewhere as do videos typically we see and hear about flipgrid Vimeo um YouTube as common resources for videos so I have a YouTube video about grading in canvas so I’m going to just copy this URL we’ll close it so that video doesn’t play for me and I’ll reply to my annotation again and just paste the video link so YouTube give me a flipgrid all you have to do is paste that link in um and once you paste it and post you’ll see that that that video is now embedded so it’s right there I find it a benefit the videos don’t automatically start playing um once once you open The annotation sidebar you do have to click play I see that as a benefit otherwise you could have quite a few videos playing and then I’m going to actually copy and paste the directions for shortcuts to your um emojis in the chat just so that you have that it does depend on if you’re on a Mac or on a um or on a Windows device so something to keep in mind so on a Mac and just pasted those directions you would do command control and space so we’ll just continue to reply to my annotation here and I’m doing command control space and then the Emoji bar pops up and I can select whichever Emoji I’d like so I put a butterfly in there not related to my annotation at all but I added an emoji and then if you are on a Windows user I’m going to put those directions in the chat as well I can’t demo that I am on a Mac but the same pop-up will appear and you can select an emoji any other questions coming up I have a question that just popped up do students get any kind of notification when somebody replies to their annotations that’s a great question that is actually a feature we’re working on okay um so so we uh currently know um and because of that then I encourage faculty set up set up sort of guidelines for their students like go in and complete your initial annotations by this day then go back and reply um maybe there’s another date where they Review Who’s replied to them and kind of continue that conversation I guess that’s not organic at all um and um we are working on notifications the tricky thing is we don’t actually receive any student information and canvas doesn’t allow us to send like canvas notifications um so it’s a bit of a tricky um issue for us but we also like very much value that peaker because we want it to be a space that like you’re coming back into and seeing how that conversation is evolving it’s not like a check mark of I did my annotation sound done um foreign yeah not yet not yet built out unfortunately but hopefully coming soon any other questions I just want to just um quickly show you the speed grader view so I’m going to click on speed grader and you will see here um that you can select individual users from the drop down so if I select Julie here I just need Julie’s annotations so it gives me that quick snapshot I can give a grade and then a private comment as well and of course as soon as I hit submit that would go into the gradebook you can ask rubrics or excuse me you can add rubrics um as well we have a guide on that um canvas makes it a little bit tricky to add rubric to um if you’re using an external tool so you do have to add the rubric first so I’ll just put the guide for that in the chat you can also check out on one of our web pages um I’ll put a link to it in the chat um some example rubrics if you’re curious to take a look at those as well so it may not fit your exact needs but hopefully we’ll give you a starting point if you are interested in using rubrics for your annotation assignment and let me actually really quickly just point out a few of the other features of The annotation sidebar so I’m in the reading here itself I’ll zoom in here I have this magnifying glass which as you might expect would be the search so you can search for a keyword or phrase so I can see if Katie annotated in here anywhere if anyone uses use Katie’s name I could also specifically look for a keyword see where annotation came up the articles about annotations you might expect it came up quite a bit I can also specifically search for tags so if I want to refine my search and just search for tags I would use Tag colon and then the name of the tag so I know I used question so I’m going to do tag polling questions and you’ll see just the annotations that have that tag question up here TLC I have three there next to the search I have my up and down arrow um this is the sort by default annotations are sorted by location so they’re where they’re tied to the text but you could choose to sort them newest or oldest as well so you can see here that my Gradebook one image was the newest the oldest annotation was that first one you all saw me create at the beginning my question mark is help hopefully you and your students won’t ever have to use this but you can link up to our help center articles as well as create a support ticket with our team so if you do ever run into any technical issues please don’t hesitate to reach out his fingers crossed you won’t have to and then two other features I like to point out you can’t ever make the annotations themselves disappear but what you can do are hide the highlights that are associated with annotations so if I click on this little eyeball icon it hides the highlights so this may be best to coach your students or tell them to when they first initially do their first read to go in hide the highlights by clicking the eyeball icon reading through doing their initial read and then go back do their annotations then they can turn that eyeball icon back on and be like oh I see a lot of a lot of other students or my periods annotated here because there’s quite a bit of highlights there so just can be less distracting for students and the last thing I want to point out are the page note page notes are just like annotations but they’re not tied to any part of the text so to open a page known or trickery when you select excuse me the Post-it like icon here and you can start typing your page note and you’ll see here I can always toggle back and forth between annotations and Page notes so the difference is Page notes aren’t linked to any aren’t anchored in any text uh page note can be posted privately or visible to the course so this page now that I created everyone you all would be able to see I can always edit my page note and my annotations as well and post to only me so page notes could be a place for students to write private notes for themselves like for future written assignments discussions that maybe they don’t want shared and I know it’s only visible to me because I feel a little locked next to my name and it says only me I’ve also worked with faculty who’ve used um both private annotations and private page notes as a way like their own lecture notes any discussion questions or comments they want to make sure they bring up in the course meeting they’re in front of them they can see them they can see where they connect to the text but it doesn’t need to be visible to anyone in the course it can just be for them and of course you can always go back and edit your annotations and post those to the course so later they could be visible once you talk about them but you could keep them private if you’d like as well that’s my deck here I want to be respectful of you all and this busy time of year that you have uh we do have quite a few canvas specific resources excuse me um that are linked here do you have those to come back to um some more General resources are linked on this page as well some great resources for both students and faculty so this one is a great um with tips for students on how to annotate some guides for different annotation types of course the images videos and links um and these last two are more faculty driven um I did want to wrap up by going over some ways we’ve seen the tool used but I’d be curious and I realize I’m putting you on the spot but now that you’ve seen the tool you’ve had a chance to play around with the tool I’d be curious if um you have any thoughts on what it might look like in your course what you meant have students annotate if you have any ideas coming to mind I can share how I’ve used it um and this was my first semester using it but I broke my class into groups of four and then they and it was it was just very open because it was my first time using it um they just they I asked them to annotate anything that um stood out to them that were like ahas to them questions that they were having things that they disagreed with um and then eventually I asked them to also create links to different um resources that connected to the article um and then because I had the annotations were due like midnight before class A lot of them didn’t get back to look at their annotations so I gave them time in class to get back into their hypothesis groups and look through the annotations and and talk about what stood out to them in the articles thank you for sharing that people that gives some of your colleagues some ideas as well Julie I just had a question when you said you broke them into groups of four was that you created those groups in Carmen or how what did that mean when you broke them into groups right yeah Katie had to show me how to do this but I I broke them into groups in Carmen and it was it was they were random groups so Carmen just went ahead and made the groups and then we used those groups consistently through the semester oh that those became the hypothesis groups for the whole semester then I see okay thanks you could uh Peter just a month and you could change your your groups each time with hypothesis so if you could select the different groups that if you wanted to switch randomize every time right and then a set of students is seeing a clean a clue the same reading but a clean version that they’re exactly that only those like four group vote four students would be um annotating together exactly but as the instructor how does that look then you’re scrolling through each group’s annotated set kind of or how I did yeah there’s a yeah I can show you an image I don’t know if any of the ones in the course we were in have group set up so let me show you an image actually of what it does look like it’s a drop down so as an instructor you would click through to see each of the groups so this is what it would look like for you yeah that’s easy yeah where students would only see like if I was in group one I’d only ever see reading group one okay got it that was a great question Casey Reinhardt uh popped in to chat with a quest with a comment a suggestion uh it could be a great tool for doctoral students during candidacy and thesis writing especially using the tags I would see them tagging based on candidacy questions or themes within their research Etc that is a terrific idea yes because it’s so hard to keep track of all those things yeah yeah that’s a good tool oh I love this fun yeah yeah really great um well I did already mention those cider assignments are available for you so you can come back to those um we didn’t talk a little bit about the syllabus as bearing up as being a very popular first annotation assignment um I’ve seen the compass points activity used with the syllabus so I’m going to put a link to that it comes from Harvard project zero um it’s a visible thinking routine typically geared more to the K-12 space but can be great um when used on the syllabus students would be creating poor annotations um that aligned with the compass points um so there’s also quite a few blog posts out there as well about annotating this syllabus it can be a great way to guide students through the reading so you could go in ahead of time add discussion questions comments throughout um on some of those more complex readings that they’re looking at can be a great way to even replace a seminar style discussion maybe it’s taking place fully online or students are doing all the annotating ahead of time and then coming in discussing um the annotations um and that guides the discussion uh if you have any sort of lecture notes um you know PowerPoint slide that you could turn into a PDF or a Word document that you could turn into a PDF you could have students annotate that even pre- course meeting during or after the course meeting this gives students another space to review that information uh some other ones are a reading exit annotation um the students could add a final annotation at the end of the reading um using one of these prompts or of course different prompts out there as well um some sort of partner activity it sounds not too dissimilar from what Julie shared in that because we’re talking about their annotations and their groups but they could review annotations then come up with a shared summary of those and just to wrap up um we talked a little bit about technical support please reach out if you ever have any issues um hopefully you won’t um but our team’s here to support you however we can um some great resources on pedagogy and implementation support I do encourage you to check out our liquid margins show with the podcast cell video show we host about once a month um where our team sits down virtually with Educators using the tool we do also have partner workshops throughout the year we’d love to see you at those some are more advanced topics if you can take a look at what’s coming up in December crazy that it’s already December um what’s coming up in December and then in the new year as well we already have that schedule out for January and on um I’m happy to stick around and answer any questions that you all have um but I do know I’m right at the hour and I appreciate all of your time today um it was great working with you all thank you so much Becky um anybody who has to leave please uh go ahead uh I will be sending out a follow-up email with the resources that Becky has linked to and also there will be a recording on our professional development webpage within our website which is distance education.osu.edu please take a look there’s lots of good stuff out there and thank you so much for coming and I’m super excited thanks great working with you all today have a great rest of your week
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